MAPS OER
MAPS Math Lesson Plan
| Title: Engage NY Modified 3rd Grade Lesson 6 Module 7 | Author: Ida Kujala |
| Subject(s): Math/Gometry | |
| Grade Level(s): 3 | Total Time: 75 minutes |
Overview / Description: This Engage NY/Eureka Math lesson was modified to include Which One Doesn't Belong . The Embarc google slides were modified to include this site.
Learning goals/objectives: Compare and classify other polygons.
After completing this activity, students should be able to classify polygons, mulitply by 5, and count with units of 6.
Content Standards: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Math Practice Standards: (Check all that apply.)
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. |
x |
| CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. | x |
| CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others. | x |
| CCSS.MATH.PRACTICE.MP4 Model with mathematics. | x |
| CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. | x |
| CCSS.MATH.PRACTICE.MP6 Attend to precision. | |
| CCSS.MATH.PRACTICE.MP7 Look for and make use of structure. | |
| CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning. |
Materials:
*Problem set, exit slip and homework are found here.
https://wodb.ca/shapes.html Grade 3 Module 7 Lesson 5
*pencil and paper
Learning Activities:
Describe each step of the learning activity including strategies that will be used to meet the learning objective (application, concept development, problem set, etc.).
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Fluency Practice: The students will skip count by 5's. | WG | 5 minutes |
| Equivalent Counting with Units of 6 | WG | 5 minutes |
| Classify Polygons: review identifying attributes and name polygons. | WG | 5 minutes |
| Concept development: Students will group polygons by attributes. They will also compare polygons. | WG | 35 minutes |
| Which One Doesn't Belong: The students will discuss and analyze the geometric shapes to give reasoning of which shape doesn’t belong. Problem Set: Students will group polygons by attributes. They will compare polygons. Debrief: Which attributes are same and different? | WG I WG | 10 minutes 10 minutes 5 minutes |
Assessment: Homework sheets p 78-79